“De røller R”

Q4 Social Sciences Acta Didactica Norden Pub Date : 2023-12-06 DOI:10.5617/adno.9951
Line Krogager Andersen, Line Møller Daugaard
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引用次数: 0

Abstract

In this article, we illustrate how language awareness emerges and evolves through social interaction when students and teachers collaboratively construct beliefs, analyses and understandings of linguistic phenomena and the concept of language as such. The article is a case study of specific forms of manifestation of language awareness in a particular plurilingual context, focusing primarily on one particular student, and considering the ways in which he engages with language in the situated and evolving context of plurilingual language weeks in year 9. The study is based on an extensive selection of empirical data gathered as part of a larger research project investigating language awareness across educational levels, and revolves around student whose ways of manifesting language awareness in the eyes of the authors constituted a rich empirical point for several reasons: the emergent Danish which shapes his manifestations of language awareness in unexpected ways; the observable social origin of particular loci of metalinguistic attention and the ways in which his manifestations of language awareness are both grounded in, shaped by and ultimately shape his position in group work. We analyse each of these perspectives on our focal student’s manifestations of language awareness in three analytical steps, drawing on empirical classroom data in the form of student worksheets, notes and discussions in group work, as well as interview data. We conclude by discussing how the reflections of this three-step analysis affect our theoretical and empirical notion of language awareness as enacted and emergent in the classroom context.
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"他们在抢劫R"
在这篇文章中,我们说明了语言意识是如何通过社会互动产生和发展的,当学生和教师合作构建信念,分析和理解语言现象和语言概念时。这篇文章是一个在特定多语语境中语言意识的具体表现形式的案例研究,主要关注一个特定的学生,并考虑他在9年级多语语言周的情境和不断变化的语境中使用语言的方式。该研究基于广泛选择的经验数据,这些数据是作为调查跨教育水平语言意识的更大研究项目的一部分收集的,并围绕学生的语言意识表现方式在作者眼中构成了丰富的经验点,原因如下:新兴的丹麦语以意想不到的方式塑造了他的语言意识表现;可观察到的元语言注意的特定位点的社会起源,以及他的语言意识的表现方式,都植根于、塑造并最终塑造了他在群体工作中的地位。我们通过三个分析步骤来分析我们关注的学生语言意识表现的这些观点,利用学生工作表、小组工作中的笔记和讨论以及访谈数据等形式的经验课堂数据。最后,我们讨论了这三步分析的反思如何影响我们在课堂语境中制定和出现的语言意识的理论和经验概念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Acta Didactica Norden
Acta Didactica Norden Social Sciences-Education
CiteScore
1.00
自引率
0.00%
发文量
39
审稿时长
16 weeks
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